NINDS Dyslexia Information Page

Table of Contents (click to jump to sections)

What is Dyslexia?

Dyslexia is a brain-based type of learning disability that specifically impairs a person's ability to read. These individuals
typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies
from person to person, common characteristics among people with dyslexia are difficulty with phonological processing (the
manipulation of sounds), spelling, and/or rapid visual-verbal responding. In individuals with adult onset of dyslexia, it
usually occurs as a result of brain injury or in the context of dementia; this contrasts with individuals with dyslexia who
simply were never identified as children or adolescents. Dyslexia can be inherited in some families, and recent studies have
identified a number of genes that may predispose an individual to developing dyslexia.

Is there any treatment?

The main focus of treatment should be on the specific learning problems of affected individuals. The usual course is to modify
teaching methods and the educational environment to meet the specific needs of the individual with dyslexia.

What is the prognosis?

For those with dyslexia, the prognosis is mixed. The disability affects such a wide range of people and produces such different
symptoms and varying degrees of severity that predictions are hard to make. The prognosis is generally good, however, for
individuals whose dyslexia is identified early, who have supportive family and friends and a strong self-image, and who are
involved in a proper remediation program.

What research is being done?

The National Institute of Neurological Disorders and Stroke (NINDS) and other institutes of the National Institutes of Health
(NIH) support dyslexia research through grants to major research institutions across the country. Current research avenues
focus on developing techniques to diagnose and treat dyslexia and other learning disabilities, increasing the understanding
of the biological and possible genetic bases of learning disabilities, and exploring the relationship between neurophysiological
processes and cognitive functions with regard to reading ability.

Prepared by:
Office of Communications and Public Liaison
National Institute of Neurological Disorders and Stroke
National Institutes of Health
Bethesda, MD 20892

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on the treatment or care of an individual patient should be obtained through consultation with a physician who has examined
that patient or is familiar with that patient's medical history.

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